说话人 1 

Hey, good afternoon, distinguished judges, dear colleagues. I'm Guo shong from shanxi experimental secondary school and my teaching slogan is the goal of education is to enable individuals to continue their own education.

说话人 1 

So today is my great honor to present my teaching design on the futuristic technologies used in the Beijing 2022Winter Olympics with you. And I will cover the following 6 parts.

说话人 1 

First, I begin with the guiding series for my teaching design. My teaching take the production oriented approach to make sure that the class is learning centered, integrating language learning and language use, focusing on the culture exchange and the cultivation of students key competencies. And the teaching also follows the guidance of the newly of the new curriculum standard.

说话人 1 

More specifically, I hope my teaching can integrate the 6 key elements of the curriculum content and organized in the organized by students learning activities at different levels. And meanwhile, the class is also guided by the constructive learning theory in which scenario, cooperation, exchange and mini making are the 4 key elements. I think these are also the underlying principles and theories for guiding for reading circle I use today.

说话人 1 

So in general I hope my reading class can be under the a big theme, under the big idea of the high technology used in Beijing 2020 Olympics and combine not only text in class, but also more text of the same topic and also hope that the teach, the reading can be a real one, can use the authentic materials, a real and meaningful tasks and enable students to acquire truly transferable cooperative reading methods.

说话人 1 

And next comes the analysis of teaching materials and my students. As you can see here, the teaching materials consist of 3 articles from the 21st century teams introducing 3 categories and 8 kinds of technologies used in Beijing 2022Winter Olympics. And they are as worse broadcasting technologies, anti epidemic technologies and technologies in value construction. Through the introduction of these technologies I hope students can get gain a better knowledge of the technological advances of China and understand the efforts we have made to host such a simple, green and safe Olympics and cultivate students national pride at the same time as we can see that as the newspaper articles, all of them have very concise and eye catching her titles and they have pictures to a student's comprehension. And since they are non consecutive tests so the logic is quite clear and there are a variety of expressions that students can learn from.

说话人 1 

And my target students are 54 senior one upper intermediate level students in a key high school in shanxi province. Although they are into reading tennis and keeping reading journals every week and they have experience of reading circle activities, but they still finding difficult to read articles on science and technology that they are unfamiliar with. It is quite challenging for them to introduce the cutting edge technologies in English before class.

说话人 1 

Based on the analysis of students and teaching materials, the following teaching objectives are set. First, name a list of cutting ash technologies used in 2022 Beijing Winter Olympics in English and put them into different categories. The second, deepen their understanding about the chosen technology through individual reading and group discussion. 3Rd, work cooperatively to present a mock interview applying for the volunteer position in the 25th China international high tech ad expo. This is also the focal and difficult point. And the last one is learn to read more articles on related topics and raise their sense of national pride through learning, through reading and retelling to achieve the reading.

说话人 1 

The teaching objectives, the teaching procedures are as follows. The teacher first ask students to brainstorm the adjectives to described Beijing 2022Winter Olympics. And students came up with words such as splendid, safe, green, and etcetera. And the teacher for asks what made it such a blah blah game? And a lot of students came up with the words technology. So the teacher used several real titles in the newspaper articles to present today's topic. And this belongs to the noticing stage.

说话人 1 

And in the motivating stage, the teacher presents the scenario for the students in which students are encouraged to take part in the in the volunteer recruiting for the 25th, China international high tech expo to be held in Beijing this September. As they have found out that the same android it of this high tech expo is quite similar to that of the Beijing 2022Winter Olympics. And they can actually use what they have read about the Beijing 2022Winter Olympics to introduce the advanced technologies to foreign friends. So they are very willing to participate in the following activities and have a try. And actually the students have a trial opportunity that they can use the prayer knowledge to talk about the futuristic technologies that the venues for the games are equipped with. So we can find out that even with the help of the cartoons, they still find that there are a lot of new words for them and their description let it details. So just based on the student's difficulties, the enable the following several activities are designed and conducted to enable students to achieve their final output. So in terms of the content, what to introduce and how to introduce to enable students to to set down what to introduce very quickly. There are 2 activities. First, match the title with the types of a technology and second, circle the technology covered in the 3 articles and choose the one impresses your group most so that students can locate the technologies quickly and set their focus for their group discussion and more interview. And at the same time, students can also get the general structure for each passage. And in terms of how to introduce, the teacher didn't use the way that we use in the traditional reading class to teach students how to do so. Instead, I use reading circle to give students a chance to engage in the whole exploring process.

说话人 1 

So you can see that in the reading circle, students can choose their own role besides the traditional role they take in the reading circle. They can have one more specific role for this contest. For the mock interview, for the detail finder, he or she can contribute key details of the selected technology. And for the summarizer, he or she can introduce the technology in brief. For the connector he or she can talk about the application of the technology. So this is to engage and empower students in the preparation stage. And the wood master and detail finder serves very key role in the language enabling for they can share their explanation and what they have found that students can use in their introduction.

说话人 1 

And after the mock interview, the assessing period takes the teacher student collaborative assessment approach in which there are both students peer assessment, peer comments and teachers feedback. And I stop. Sorry. Okay, I will bring to a very quick end. So this is the homework that students can rotate their roles to read one more art code and finish a reading log. And these are all the articles they can choose. And this is the student, some students presentation. And there are 2 highlights. The first one is a dining double rows in the reading circle. So you can see that because they have different rows, so there is information gaps. And they can have very real, fully involved discussion. There is no free rider. And the output is also prepared, collaborative and meaningful. And the second one is the achievement of the explicit and implicit role. We can see that when we talk about infusing Chinese elements into our English teaching. We should not only pay attention to the traditional culture or cruise things, we should also pay attention to the recent technologies for our country. And I also use GPS to reflect on my teaching.

说话人 1 

The games is that if we view ourselves as a designer and facilitator and give students some, give the stage back to the students, they will give us a surprise. And the main problem lies in the time control. And in some stages, this teachers talk still surpasses students talk. And the suggestions include making the leading more sufficient, more efficient, give students more time to think and share. And time permitting, the rubrics for assessment should be discussed and set before the group Mark interview. That's all for my presentation. Thank you and hope to have your comments and questions. Thank you.

说话人 2 

好，谢谢龚老师，我们应该能够看得出来哈，龚老师做了特别多的一些研究，能不能把 p d 放到第二页，第三页。

说话人 1 

这个是吧？

说话人 2 

对，对的，然后在这一里边我们能够看到一共就是本节课的设计是基于 5 个理念或者 5 种理念哈？能不能您再来稍微的来做一个解释哈？就是我们有这么多这些理念，我们其实很重要的一点就不是说把这样一些理念放在这儿，而更重要的是我们能不能把这样一些理念我们给的融会贯通在一起，能不能把这样的 5 个理念， 4 个理念的关联，您做个解释，或者说用一句话您把这样 5 个理念的共性的东西，您来跟大家做个解释。谢谢郭。

说话人 1 

老师。好，谢谢陈老师的问题，我来就这几个理念的共性来做一个解释，嗯，就是，嗯，我觉得我们现在的这个英语课堂，特别是在就是讲，特别是在这种就是像真实世界的报刊阅读这种贩毒类型的文章，特别是这种课堂的时候，我们应该就是更加注重的是学生的啊。就是怎么说？就是首先是就是整个课堂应该是一个整体的学习输入和输出，就是整个课堂的始和终，我们都应该不仅局就是着眼于局部，而是应该就是所以我们说的这种学用一体，或者说是就是应该是将各个要素整合在一起，就是有一个这样的整体的这样的一个学习观。然后其次的话就是觉得他们这几个还有一个共同之处，其实就是学生的这个作用就是在整个课堂的这个过程当中，我们说学生是起着一个主体的这样的一个角色，就无论是在英语学习活动观当中，就是说每一个任务其实都要是去学生去体验、去完成、去参与，去有各种不同层次的思维活动，有学生的去参与，还是说产出导向法，就是在整个的这个输入促成的这个环节，就其实是学生一步一步的在通过他们的小组的这个活动，通过不断的这种异议的协商和协作交流来，就是构建出一个完整的这样的一个小组的一个 mock interview 的呈现。所以我觉得就是应该这两个方面其实是最共性的，也是我觉得比较重要的。

说话人 2 

OK，就第二个 6 要素整合的英语课程内容这一部分，它其实就讲的是我们要学什么内容，然后产出导向法和英语学习活动观，然后包括建构主义学习理论。那么这样的三个概念之间其实存在着一些关联，那么如果有可能的话，您在后期可以把这样的三个理论再结合在一起，稍微的来做一些探讨，我，我相信能够得出很多的一些结论的。好，谢谢，谢谢郭老师。

说话人 1 

谢谢陈老师，谢谢大家。